Transformative learning as a metatheory: definition, criteria, and typology

This article addresses a significant problem with transformative learning theory; namely, that it is increasingly being used to refer to almost any instance of learning. This article offers several points of clarity to resolve this problem. First, it portrays a subtle but important evolution in the...

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Bibliographic Details
Published in:Adult education quarterly Vol. 66; no. 1; pp. 57 - 75
Main Author: Hoggan, Chad D
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.02.2016
Subjects:
Behavior
Classification
Criteria
Definitions
Diskussion
Epistemology
Erwachsenenbildung
Learning Theories
Mezirow, Jack
Problems
Transformative Learning
Typologie
World Views
typology
learning outcomes
transformative learning theory
metatheory
ISSN:0741-7136, 0001-8481, 1552-3047
Online Access:Get full text
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Summary:This article addresses a significant problem with transformative learning theory; namely, that it is increasingly being used to refer to almost any instance of learning. This article offers several points of clarity to resolve this problem. First, it portrays a subtle but important evolution in the way the theory has been used in the literature and, as a solution, positions transformative learning as an analytic metatheory. It then presents a typology of transformative learning outcomes as a conceptual tool scholars can use to describe learning phenomena. Finally, this article suggests a definition and criteria for transformative learning to provide parameters around the phenomena that the metatheory of transformative learning should address.
ISSN:0741-7136
0001-8481
1552-3047
DOI:10.1177/0741713615611216